Nature kindergartens are a type of early-childhood education that, relative to other settings, are based outdoors, season-round. They are founded on the belief that direct and immediate experiences with ‘quotidian nature’ (Kahn & Kellert, 2002, xvii) are beneficial in early childhood. More commonplace in Nordic nations and Germany, nature kindergartens are more recently evident worldwide and, hence, timely to research them. By evidencing a descriptive account of ‘nature kindergartens’, this study sought distinctions and commonalities between examples to inform why practice may look the way it does. Existing knowledge presented an opportunity to explore why sharing a label does not infer similar practice arrangements. With its social constructionist lens, this inquiry considered how patterned behaviours and socialised practices (embedded in adults and emergent or developing in children) might guide variations in nature-kindergarten practices. Theoretical tools, namely Bourdieu’s (1977) concept of habitus and Heft’s (1988) version of affordance theory, are used to endorse the position that the use of nature environments for early-childhood education are subject to wider considerations. Using these concepts, nature-kindergartens practices, including that which was seen, heard, smelt, tasted and touched by participants were interpreted for the ways different groups construct season-round relations with nature. The research design and questions were established using preliminary investigations or ‘scoping’ of 15 nature kindergartens in six countries ahead of the selection of three case settings: one Danish case, one Finnish and one Scottish. By ‘looking between’ in preference to comparison, the inquiry extends our understanding of nature kindergarten as sites of social and cultural construction, where educational practices cannot be disjoined from their wider societal, cultural and natural influences. The multicase study (Stake, 2006) framed the collection of data through time-sampled observations, interviews and conversations with adult and child participants. Other peripheral data, including photographs and field journals, were collected. The author shared 53 days with participants at the three case locations and coded the observed practices using thematic analysis (Boyatzis, 1998). Children’s own words, metaphor, poem extracts and colloquial phrases have been used to further contextualise the writing. The study findings describe nature kindergartens as a distinctive form of early-childhood education through evidencing locally relevant relationships with nature. For those under study, spending a preschool year variously shivering and sweating, exhausted and exhilarated, eating berries and eating snow evidenced differences and similarities in season-round relations with nature. This study, by deepening our understanding of nature-kindergarten practice, evidences how socialised practices can play a constitutive, rather than causal, role in practice looking the ways it does. Together, the findings contribute a foundation for the early-childhood education and outdoor-learning fields to place increased emphasis on the role of nature kindergartens in lifelong relations with the outdoors. Longitudinal and multicase research in this area is of great interest, yet currently sparse.

The field of adaptive hypermedia is a little over a decade old. It has a rich history in a range of fields such as artificial intelligence, user modelling, intelligent tutoring systems and hypertext. Early adaptive hypermedia work concentrated on application-led research; developing a range of systems for specific purposes. In 1996, Peter Brusilovsky reviewed the state-of-the-art and proposed a taxonomy of adaptive hypermedia techniques, thereby providing the means to categorise adaptive hypermedia systems. Since then, several practical frameworks for adaptive hypermedia applications have been produced, in addition to formal models for formalising adaptive hypermedia applications. This thesis presents a new framework for adaptive hypermedia systems based on agent technology, a field of research largely ignored within the adaptive community. Conceptually, this framework occupies a middle ground between the formal reference models for adaptive hypermedia and application-specific frameworks. This framework provides the means to implement formal models using variety of architectural approaches. Three novel adaptive hypermedia applications have been developed around this agent-based framework. Each system employs different architectural structures, they model the user with a variety of profiling techniques, and each provides a different set of adaptive features. The diversity of these three systems emphasises the flexibility and functionality of this proposed agent-based framework.

D.Ed. / The aim of this study is to investigate the extent to which secondary school educators are coping with the implementation of outcomes-based education (OBE). This will be done by conducting research in secondary schools in the Richards Bay Circuit. Through this research, the aim of this study is to provide guiding principles for implementing OBE through investigation and analysis of classroom practices of grade 9 educators by using lesson observations, educator journals, learner portfolios and interviews with relevant school management members. Ever since outcomes-based education (OBE) was first introduced in grade one in 1998, it has been fraught with controversy. Initially, there was a lot of debate about introducing a system of education that has failed in other leading countries of the world. However, the Department of Education has remained firm in its decision that outcomes-based education is the ideal system of education to put in place in South Africa, given the historical background of education in this country. They feel that 2 it can adequately redress the imbalances of the past and develop citizens who are highly skilled and marketable. As outcomes-based education was slowly phased into primary schools, educators began to come to grips with this system and implementation was made easier. Another area of implementation that has received a lot of attention is the implementation of OBE in grade seven in the senior phase. Many educators and educational critics felt that isolating one grade for implementation interrupted the pattern of normal schooling. This meant that in 2000, OBE was implemented for the first time in grades three and seven. However, due to the support that was given to grade seven educators by foundation phase educators, they were able to partially overcome initial difficulties. One of the greatest challenges facing officials from the Department of Education was introducing OBE to secondary schools. Educators from secondary schools were in the past not directly involved in implementing OBE in their schools. In 2001, when OBE was introduced to secondary schools, educators were faced with similar uncertainties and confusion as grade one educators in 1998. Educators were finding that their learners knew more about OBE than they did because they had encountered it in grade seven in 2000. They were faced with administrative changes and restructuring of the school curriculum. As with any process of change, there is fear, denial, unacceptance, negative criticism and outright rejection. It is against this backdrop of OBE implementation that the researcher has developed an interest in this area. The researcher has previously conducted research into training in the foundation phase and has concluded that educators experience difficulties due to the lack of adequate training and various other contextual factors. As an OBE facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar situation as experienced by foundation phase and grade seven educators. During facilitation, some of the observations made by the researcher include : educators from different schools are implementing OBE at varying levels , educators are confused 3 because they do not have clear guidelines or a step by step process of implementing OBE. After voluntarily visiting a few rural and urban schools in order to assist them with implementation, the researcher noticed that vast discrepancies exist between the theory presented in workshops, that the researcher has facilitated and the actual implementation in schools. Many schools have unique contexts and OBE has to be adapted to suit these contexts. Based on these observations, the researcher consulted with the Superintendent of Education Management (SEM) of the Richards Bay Circuit about problems experienced by educators with OBE implementation in secondary schools. He has acknowledged the need for further investigation and supported the proposal to investigate how educators are coping with implementation of OBE in secondary schools. He has also recognised the need for checks and balances to be put in place for effective implementation to take place. The fact that both educators and schools are experiencing problems with OBE implementation indicate that there is a problem that needs investigating. The researcher's interest in this field is motivated by two reasons. Firstly, the researcher feels that there is a need for research to be conducted in the Empangeni Region of Kwazulu-Natal due to the geographical extent of the region; its vast rural population and the lack of research in this field. Secondly, the researcher has a genuine interest in providing assistance to both the Department of Education and educators with practical guidelines for implementing OBE in secondary schools. Overcoming the initial hurdles of implementing any. new system is integral to the success of the entire approach. The researcher is of the opinion that educators are the most important factor in the success of implementing OBE in schools across South Africa. A motivated, resourceful and committed educator can overcome many of the obstacles facing schools, learners and the education system in general. Therefore, the researcher feels that assisting educators with problems and difficulties that they 4 may have with implementation of OBE will actually ensure the future success of OBE in the education system of South Africa.

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This work examines one of the major stumbling blocks of knowledge based systems development, namely knowledge elicitation. The challenge is a fundamental one of eliciting knowledge from domain experts including tacit knowledge. This thesis argues that, in the past, knowledge elicitation has been limited since elicitation has been performed from one or a limited number of aspects. A method is needed to assist in providing a pluralistic approach to knowledge elicitation that will aid multi-aspectual viewpoints of the domain knowledge to be elicited. MAKE (Multi-Aspectual Knowledge Elicitation) is such a pluralistic method. Using the work of Herman Dooyeweerd (1955) MAKE is developed from a sound philosophical basis. Two levels of knowledge are elicited using MAKE. The method starts by building a top-level knowledge map that covers all of the knowledge aspects and provides an overview of the domain. Such an overview determines the complexity of the domain allowing a knowledge based systems developer to see the effects of taking a minimalist approach to the development; that is the top-level map may be used to help define the scope of a system. The second level involves detailed knowledge elicitation. Using a process of abstraction, the concepts defined in each aspect are refined to a sufficiently detailed level to enable a system to be built. The resulting knowledge forms an ontological view of the domain knowledge. The empirical work adopting a case study approach has demonstrated that: MAKE can be used by people who are not necessarily versed in artificial intelligence techniques or in the philosophy of Dooyeweerd. MAKE has shown itself to be adaptable across a very varied set of domains MAKE is adaptable and useful for eliciting tacit knowledge. It is argued that MAKE indicates a change of direction from methods that are currently in use.

Abstract A population-based study to investigate the epidemiological, genetic and clinical features of neurofibromatoses (NF) in Northern Finland was carried out between 1989–1996. The area concerned was that served by Oulu University Hospital, with a total population of 733 037. A total of 197 patients with neurofibromatosis type 1 (NF1), five with neurofibromatosis type 2 (NF2) and eight with segmental neurofibromatosis (NF5) fulfilling the diagnostic criteria were identified among several hundred patients examined on account of a possible NF diagnosis. The 197 NF1 patients came from 119 families. 77 of these cases were sporadic, 117 familial, and three were mothers of children suffering from NF1 who were themselves diagnosed as having segmental NF. The male/female ratio was 0.93 (95 males and 105 females). The geographical distribution of the patients roughly corresponded to that of the general population in the area. The overall prevalence of NF1 was 23/100 000, with a peak prevalence of 34/100 000 in the age group 10 to 19 years. The overall birth incidence of NF1 was estimated to be 27/100 000, with the highest figure, 37/100 000, recorded in the six-year period 1990–1995. The mean age at the time of diagnosis was 20 ± 16 years in the whole population and 6 ± 4 years in the children born in the 1980's. A new mutation was suspected in 49% of the NF1 cases (96/197), and a mutation rate of 4.37 ± 0.72 × 10-5 was obtained for the period 1960–1995. The relative fitness of the NF1 patients was 0.48, being reduced more in the affected males (0.24) than in the females (0.72). The mean maternal and paternal ages of the sporadic patients were 30 ± 6 and 33 ± 6 years, respectively, which is significantly higher than in the general population. Two cases with a deletion of the NF1 gene were identified, one encompassing the loci from EVI-20 to INT-38 and the other the INT-27 locus, representing 3% of the 66 cases analysed. In seven familial cases the parental origin of the new mutation could be verified and linkage studies showed that the oldest affected individual in the family had inherited the mutation from the father in 6/7 cases. In one family seven members in three generations were affected with a rare spinal neurofibromatosis, and a linkage to the NF1 gene was shown. Of these seven patients, four are included among the 197 studied here while the other three lived outside the area. The diagnostic features of the 164 NF1 patients aged from three months to 73 years who were examined clinically included café au lait spots (CLS) in 96% of cases, freckles in 87%, neurofibromas in 69%, plexiform neurofibromas in 20%, Lisch nodules in 70%, optic glioma (asymptomatic) in 20% and pseudarthrosis in 3%. 56% of the cases had an affected first degree relative. A plexiform neurofibroma was diagnosed in 33 individuals and this became a malignant peripheral nerve sheath tumour(MPNST) during the seven years of monitoring in 15% of cases (5/33). Hyperintense T2 lesions in a MRI scan of the brain were found in 94% of the children under the age of six years who had had such a scan (n = 17) and in 84% of those under 16 years (n = 50). Symptoms related to NF1 which needed medical intervention, rehabilitation or follow-up were diagnosed in about 2/3 of the cases, and in 38% of cases such medical problems of this kind had been treated before NF1 was actually diagnosed. All these findings emphasise the need for a multidisciplinary approach to the follow-up of neurofibromatoses.

This thesis is about 'User Involvement', a theme that is becoming the core of a growing body of research in the area of systems development and implementation. Although the value of user involvement in facilitating change is generally accepted, and has been specifically advocated by many recent system development approaches, its application has proved to be quite difficult. History is replete with cases where the effective implementation of user involvement has been hindered, partly by users who have been ill-equipped technically and psychologically to contribute positively to the systems development process, and partly by the prevailing organizational climate and the lack of an effective mechanism and methodology for participation. Problems experienced by offices in general - and in Egypt specifically - when introducing new office technology, as well as the need for further research on the subject of user involvement, have provided the impetus to conduct this research. A new approach to user involvement in office automation is presented in this thesis. The distinctive features of this approach include a focus on evolutionary learning and participation prior to the introduction of new computer-based office systems; a coherent strategy that addresses within its framework contextual variables at the individual, group and working environment level; a computer -aided mechanism that facilitates and guides the process of knowledge assimilation, user analysis of requirements, and group interaction; a capability of adapting to different organizational contexts; and finally, an interface to selected system development methodologies. The approach has three complementary dimensions: incremental knowledge acquisition, experience with the technology, and guided group interaction. To date the approach and mechanism have been implemented successfully in four institutions in Egypt. The scope and pattern of implementation have been influenced by the prevailing organizational and political circumstances at each user site. To draw on such experience in future implementations, a description of each case is provided.

M.Ed. / Please refer to full text to view abstract

Magister Scientiae - MSc / The direct methanol fuel cell or DMFC is emerging as a promising alternative energy source for many applications. Developed and developing countries, through research, are fast seeking a cheap and stable supply of energy for an ever-increasing number of energyconsuming portable devices. The research focus is to have DMFCs meet this need at an affordable cost is problematic. There are means and ways of making this a reality as the DMFC is found to be complementary to secondary batteries when used as a trickle charger, full charger, or in some other hybrid fuel cell combination. The core functioning component is a catalyst containing MEA, where when pure platinum is used, carbon monoxide is the thermodynamic sink and poisons by preventing further reactions at catalytic sites decreasing the life span of the catalyst if the CO is not removed. Research has shown that the bi-functional mechanism of a platinum-ruthenium catalyst is best because methanol dehydrogenates best on platinum and water dehydrogenation is best facilitated on ruthenium. It is also evident that the addition of other metals to that of PtRu/C can make the catalyst more effective and increase the life span even further. In addition to this, my research has attempted to reduce catalyst cost for DMFCs by developing a low-cost manufacturing technique for catalysts, identify potential non-noble metal catalytic systems and develop a basic process to combine various non-noblel, less expensive metallic systems to form binary, ternary and quaternary catalysts. The initial research focused on the identification of a suitable Pt/C preparation method, and characterization of the resulting catalysts by electrochemical methods (including voltammetry), elemental analysis (by EDS), and morphological characterization (by TEM). Once the preparation method for Pt/C had been established, binary (Pt–M/C), ternary (Pt–M1M2 /C) and quaternary (Pt–M1M2M3 /C) catalysts were prepared by modifying the initial Pt/C preparation method. These multi-metallic catalysts primarily function in preventing CO poisoning and allowing MeOH oxidation at the anode. To determine the effectiveness of the in-house multi-metallic catalysts the catalysts were then compared to the commercially available bench mark JM commercially available catalyst. Cyclic voltammetric and chronoamperommetric analysis revealed that the in-house catalysts electrochemical catalytic activity were similair to that of the commercially available catalysts. The Fuel application testing revealed similair trends to that of the EC activity at 0,5V (Ag/AgCl) test results, with the quaternary catalyst proving to be the most active anode catalyst producing the highest power density. The quaternary catalysts proved to be superior with its increased mass activity and high surface area (80% of the catalytic particles < 3nm). / South Africa

This study investigates how educators at General Education and Training (GET) level (senior phase) go about teaching problem solving skills, reasoning and communication as indicated in the OBE Mathematics curriculum (GET). In comparison to previous curricula, the new Outcomes-Based Education (OBE) Mathematics curriculum at the GET level, places more emphasis on problem solving, reasoning and communicating mathematical ideas. If properly implemented as intended by the curriculum reformers, then many of the problems that are encountered at tertiary level might no longer exist. Thus it is interesting to investigate how educators at GET level go about teaching such skills as problem solving, reasoning and communication as indicated in the OBE Mathematics curriculum at GET level. This study describes case studies of Grades 8 and 9 Mathematics teachers in eleven secondary schools in Mpumalanga Province in South Africa. The case studies explore whether and how the mathematics teachers go about trying to achieve the outcomes mentioned in the OBE (GET) Mathematics curriculum. The educators’ pedagogical methods are investigated, and, generally, how well the learning outcomes are achieved. A third research strand focuses on whether there exists a relationship between the teachers’ contribution (input), which is the foundation laid by the teacher for the later realisation of outcomes and outcomes as attempted or demonstrated by learners (output). The data were collected through video-tape recordings by trained educators, that is, Mpumalanga Secondary Science Initiative (MSSI) project staff to ensure authenticity and credibility of results. / Dissertation (MSc)--University of Pretoria, 2007. / Mathematics and Applied Mathematics / unrestricted